Category Archives: wlfs

As usual, I have spent some time today reflecting on what I can change about my practice following the WLFS conference. I can plan some short thematics for KS3 Elizabeth Carr’s reminder of Michael Riley’s development study, Toilets through Time, … Continue reading →

Jim Carroll on interpretations at y13. His work is based on the NEA, which requires students to do independent research of at least 5 academic historians’ arguments, explaining why they reached different interps and their relative persuasiveness. Jim’s questions focus … Continue reading →

Paula Lobo speaking about sources, who have been thinking about the challenge that we have to bring people to life in words. We discuss this briefly. When students are making inferences from sources, it is really tricky to judge what … Continue reading →

Elizabeth Carr talking on planting perennials in the history garden: extending KS3 into GCSE. A year 7 starter activity to start! And one on toilets… Concerns about the new GCSE have encouraged Presdales history department to think about their KS3 … Continue reading →

Narrative construction. Vartan begins with two questions: What makes a good narrative? What was the last narrative you read and enjoyed? Definition. A story? Yes, but chronologically ordered and limited by evidence. An underrated skill – Lang, 2003. A form … Continue reading →

Prosopographical! This is the term of the session for me. Definitely need to go and do some reading Sources and interps for ordinary pupils in ordinary classrooms. Ben begins by talking about his experience of students as an examiner. Some … Continue reading →

Jim Carroll on, how can we get students writing more like historians? History is an argumentative discipline. Scrap “I think/believe” – don’t encourage then that beliefs are important, because it’s about evidence, not belief. Make the cause the subject of … Continue reading →